From classroom teacher to principalship via quantum leap : a phenomenology

Abstract

The purpose of this phenomenological study was to describe the experiences of classroom teachers turned principal via quantum leap. Employing phenomenological approach with 14 school heads, in-depth interview and focus group discussion were conducted which revealed that most of the teacher participants’ experiences were covered by the following themes: sterling performance and qualification, readiness and inclination, rapport and support, cooperation and collaboration, professional strife, and customary, organizational and Instructional issues. The coping mechanisms of the participants were: Self-help mechanisms, and being diligent and creative, fostering alliances. Insights offered were: Promotion brings renewed resolve, promotion entails heavier responsibilities, always be ready to meet challenges head-on, work well with people and broaden horizon. Most of the participants were amazed with the transformation that happened to them.